Correlation between Participation in Student Organizations and Academic Development among Undergraduate Students

Abstract

In the educational practices of general higher education institutions, the perception that "student participation in student organizations consumes excessive time and adversely affects academic performance" is widely held. However, in reality, numerous students who dedicate substantial time to student organization work not only experience no negative impact on their intellectual achievements but also demonstrate a significant improvement in their overall academic performance. This paper systematically analyzes the underlying reasons behind this phenomenon from four dimensions-capability transfer, resource integration, self-management, and value identification-combining educational psychology with higher education management theories. Research findings reveal that student organization participation positively enhances students' "reinforced learning abilities," "expanded academic resources," "optimized time management," and "stimulated growth motivation." This creates a virtuous cycle where "practical experience empowers academic achievement." This study aims to provide theoretical references and practical insights for universities to guide students in balancing organizational involvement with academic development and to refine the "second classroom" educational system.